ERIC Number: ED647901
Record Type: Non-Journal
Publication Date: 2022
Pages: 330
Abstractor: As Provided
ISBN: 979-8-8417-3031-6
ISSN: N/A
EISSN: N/A
Available Date: N/A
Secondary Science Teachers Use of Models in Teaching and Learning about Earth's Climate
Kimberly N. Carroll Steward
ProQuest LLC, Ph.D. Dissertation, The University of Nebraska - Lincoln
Global climate change (GCC) presents unprecedented global concerns, notably food supply limitations, unsustainable use of natural resources, and widespread environmental degradation. The International Panel on Climate Change (IPCC) reports a 0.85 °C increase in global average temperatures between 1880 and 2018 and a 50% increase in global carbon dioxide emissions since 1990 (Stocker et al., 2018). As a result of the urgency of the situation, there is a strong emphasis on empowering citizens through outreach and education. There is a need to adequately prepare the next generation of scientists, politicians, business leaders, and other people; it is crucial to foster "climate literacy" among students (Climate Literacy Network [CLEAN], 2007). An individual possessing climate literacy can comprehend, communicate, and make informed judgments regarding the weather, climate, and its effects on their surroundings (United States Global Change Research Program [USGCRP], 2009). Here I describe findings from three related manuscripts exploring model-based teaching and learning of Earth's climate in secondary science classrooms in the mid-western United States. Chapter 1 provides a brief overview and outline of this dissertation; Chapter 2 presents findings from a concurrent mixed method, multiple-case study of four secondary science teachers' implementation of a model-centric climate curriculum module grounded in the use of a data-driven, computer-based climate modeling tool, Chapter 3, is a longitudinal examination seeking to establish how two secondary science teachers learn and adapt a model-based climate curriculum to support students' learning about Earth's climate and global climate change, in Chapter 4 the integration of a cloud-based global climate model into the teaching of Earth climate observed as it related to student learning outcomes within a secondary science classroom. Finally, in Chapter 5, I provide a brief conclusion of the findings and areas for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Climate, Models, Teaching Methods, Secondary School Science, Science Instruction, Computer Assisted Instruction, Science Teachers, Ecology, Environmental Education
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1720838; DRL1719872
Author Affiliations: N/A